국내 러시아어 능력인정시험 현황 및 문제점 분석

초록

Nowadays there are various certified competence tests for foreign languages in Korea. In case of English, there are many domestic and international certified language tests, such as TOEIC and TOEFL well-known all over the world. As for European languages, Germany, France, and Spain administer the systematic certified foreign language tests, i.e., ZD and TestDaF, DELF-DALF and TCF, and DELE, designed by each government respectively, on the basis of Common European Framework of Reference for Languages constituted by EU and The Council of Europe. Other competence tests, HSK and BCT for Chinese and JLPT for Japanese, have been operated under the supervision of each authority concerned. These tests are regarded as the most authoritative language competence tests. Certified language competence tests for Russian superintended in Korea are now the following three: TORFL, SNULT, and FLEX. Compared with other foreign languages, the Russian competence tests still remain in the beginning stage. This research analyzes the current situations and problems of these tests and discusses its consequences in details. TORFL has the noticeable advantage over the others in that the Russian government itself administers the test according to an Education Ministry ordinance of Russia. Nevertheless, domestic institutions responsible for the test experience many difficulties in its operation, since the operation system of the test in Russia still did not have the firm foundation. The major drawback is pointed out that making questions is not separated from grading within the operation system. In comparison with TORFL, although SNULT and FLEX have relatively more secured bases for their operations, - especially, in the case of FLEX, it has the operating system, which completely distinguishes the question-making party from the grading party, - they still have the common problems that no systematic standardization of vocabulary, grammar, and sentential constructions at each level guarantees the full reliability of the evaluation. Considering the influence of evaluation results on job-finding, admission into university on a rolling basis or for special abilities, i.e., foreign language ability, and partial clouts on assessments of an employee’s performance and selections of international staff, the problems of these kinds must be solved in no time. Otherwise, the reliability of the competence tests for Russian can be seriously tarnished, which may end up a dilemma for the relevant institutions operating the tests and cause more serious side effects affecting the ultimate extent to the Russian education market.

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